Standards-Based Learning & Reporting

Standards-Based Learning

In Conroe ISD, Prekindergarten through Second Grade students will have a Standards-Based Report Card every nine weeks. This type of evaluation of student learning clearly measures student proficiency on defined essential standards and proficiency scales in each core content area, behavior, and work habits.

Educational research shows that when teachers measure students' learning based on standards and not just a numerical or letter grade, then the ability for teachers to target specific areas of student strength and need is much more easily identified. Traditional grading systems are based on an average, which sometimes does not make clear to students and their families exactly what students have mastered or are still working on.

Understanding My Child's Report Card

In Standards-Based Reporting, both students and parents are aware of clear learning outcomes and expected mastery of each grade level target.

Grades on traditional report cards often reflect a combination of academic progress, work habits, and participation. Standards-Based Reporting solely reflects progress on priority learning standards.

The grade level target for each learning standard is a 3. When a 3 is earned, the student has met the grade level expectations for that topic. The goal for mastery is for the end of the school year.

Standards Based Reporting performance levels cannot be equated to the A-F grading scale. It is normal for students to advance through the performance levels as they develop greater proficiency of the standard. You will likely see more 1s early in the year and 3s later, reflecting the necessary progression and mastery level of the skills.

Below are the performance levels, also known as levels of proficiency, to give you a general idea of what a 1, 2, 3, or 4 means.  The grade level and content-specific learning progressions outline the priority standards being measured or assessed each nine weeks and what a student should know and be able to do within each of these standards.

Performance Levels

What are Performance Levels?

Performance Levels on the Standards-Based Report Card indicate a child's demonstration of understanding and performance of the standards for the entire year. A level of 3 is the grade level target for all students by the end of the year.

0.5

Partial Success

Student demonstrates partial success with level 1 skills.

1.0

Emerging Toward Grade Level Standards

Student demonstrates progress toward proficiency on foundational skills.

1.5

Partial Success

Student demonstrates success with level 1.0 skills and partial success with level 2.0 skills.

2.0

Approaching Grade Level Standard

Student demonstrates proficiency on foundational skills.

2.5

Partial Success

Student demonstrates success with level 2.0 skills and partial success with level 3.0 skills.

3.0

Meeting Grade Level Standards

Student demonstrates proficiency on all grade level skills.

3.5

Partial Success

Student demonstrates mastery with level 3.0 skills and partial success with level 4.0 skills.

4.0

Exceeding Grade Level Standards

Student demonstrates understanding and performance beyond proficiency on grade level skills.

Standards-Based Learning Progressions

How does Standards-Based Reporting differ from traditional grading?

With the traditional grading system, many elements are combined to determine your child’s grade – test scores, quizzes, completed homework, classroom participation, coming to school on time, extra credit – then, the average of the semester’s work equates into a percentage that correlates with a specific letter grade.

Standards-Based Reporting measures a student’s mastery of grade-level standards by prioritizing the most recent, consistent level of performance.

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The Benefits of Standards-Based Reporting

For Students

  • Learning targets are clearly defined and aligned with state standards

  • Students are offered multiple opportunities and ways through which to demonstrate proficiency

  • Students monitor their own progress toward the achievement of specified targets

  • Specific feedback on progress helps build self-esteem, pride, and motivation for students

For Parents

  • Report card grades are less mysterious and have more meaning

  • Parents are aware of exactly what their child knows, is able to do, and next steps for progress

  • Parents know in what areas their child needs more support

  • Parents are empowered to increase their child’s confidence and help their student set goals

For Teachers

  • Teachers know exactly where students stand in their progress toward learning targets and what support needs to be provided

  • Teachers of the same courses have aligned expectations and standards

  • Assessment results and collections of evidence help teachers determine when students need extra help and when they need more challenging work

Parent Tips for Talking to Your Child